Projects for Multiple Groups
National Center for Women & Information Technology (NCWIT)
NCWIT has three strategies to accomplish their goal of the meaningful participation of women in technology. Their strategies are to: 1) build capacity for NCWIT member organizations, 2) create and distribute multimedia resources, and 3) propagate awareness and outreach.
CERSE has worked with NCWIT since 2006 to conduct formative and summative evaluation of the organization’s activities, including an organizational effectiveness evaluation. All evaluation findings are reported back to NCWIT to encourage and facilitate mid-course corrections. The summative evaluation focuses on developing metrics to assess NCWIT goals and collecting the data for the metrics.
Energy & Equity DRK-12
CERSE is collaborating with Seattle Pacific University and UW Bothell’s Energy & Equity DRK-12 project to evaluate efforts to provide a model for secondary science teachers professional development that integrates science energy instruction and with equity education. CERSE conducts both formative and summative evaluation throughout the four-year project, focusing specifically on the extent to which the program is reaching diverse teachers, the engagement of teachers with the equity and social justice content, and the extent to which they help teachers gain the knowledge, skills, and abilities to apply culturally responsive and equitable instruction strategies.
The mission of ACCESS+ is to expand the use of evidence-based; gender-related; diversity, equity, and inclusion (DEI) policies, practices, and programs within and across STEM professional societies. ACCESS+ does this by supporting professional society Boundary Spanners, representatives who facilitate Project activities include hosting an annual convening at which the Boundary Spanners and project team connect and discuss evidence based gender-DEI approaches, facilitating a community of practice for Boundary Spanners to deepen and broaden their understanding of gender-DEI work and plan related activities, and providing individualized support to Boundary Spanners as they consider their professional societies’ gender-DEI strengths and areas of growth. As the external evaluator for the project, CERSE is assessing how the project is influencing Boundary Spanners’ gender-DEI work and related conditions within their professional societies.
Columbia Bridge to the Ph.D. in STEM
Columbia University’s Bridge to the Ph.D. in STEM Program “is designed to increase the participation of students from underrepresented groups in Ph.D. programs in STEM disciplines.” The program provides intensive research, academic and mentoring experiences for post-baccalaureates in order to strengthen their graduate school applications and prepare them to transition into Ph.D. programs. CERSE is conducting an external evaluation of the program, with a focus on the outcomes of impacts of the program, and is assessing which aspects of the program work best for the scholars.